1、Period ThreeExtended reading cut back on;be addicted to;take up;be lost in 1.Martinthought and did not hear the door open. 2.The minute that the war started, everybodythe television. 3.If she wants to make ends meet, she needs toher expenses. 4.Nowadays, people_smartphone so much that they even use
2、them while driving. 5.I know you are very busy so I wonttoo much of your time. .句型训练 1.Hetoo far, for his coffee is still warm. 他不可能走太远,因为他的咖啡还是温的。 2.Heto make a speech in the opening ceremony. 他很感激有一个在开幕式上发言的机会。 3.The day came. 他们需要做最终决定的日子到来了。 4.Youher the news that her son was badly injured in th
3、e accident. 你本不应该把她儿子在事故中受重伤的消息告诉她。 5.Since Tom had too many considerations, it was not easy for him. 因为汤姆有太多的顾虑,所以对于他来说辞职不容易。 .阅读理解 A High school biology teacher Kelly Chavis knew smartphones were a problem in her class. But not even the students realized how much of a problem the devices were unti
4、l Chavis did an in-class experiment. For one class period, students used a whiteboard to count every Snapchat, Instagram, text, call that appeared on their phones. Chavis is among a growing number of teachers, parents and health experts who believe that smartphones are now partly to blame for increa
5、sing the levels of student anxiety. “One girl, just during the one hour, got close to 150 Snapchat notifications. 150!” she said. Jean Twenge, a psychology professor at San Diego State University in California, said it is not a coincidence that youth mental health issues have risen with the number o
6、f phones. “The use of phones has led to a loss of sleep and face-to-face interactions necessary for their growth,” she said. Researchers are still not sure whether phones cause student depression or depression causes phone use. But nearly 60 per cent of parents said they worry about the influence of
7、 social media on their childs physical and mental health. Both schools and parents are starting to take steps to deal with the problem. Many public schools pay outside companies to watch students social media activities for signs of anxiety. Other schools invite yoga teachers and comfort dogs to hel
8、p calm students. ()1.Whats the purpose of Chavis experiment? A.To see how many students have smartphones. B.To find out how popular her students are. C.To show smartphones influence teenagers greatly. D.To tell her students how to use smartphones wisely. ()2.How did Kelly Chavis feel about the resul
9、t? A.Shocked. B.Excited. C.Satisfied. D.Frightened. ()3.Which of the following is true according to Jean Twenge? A.Students are now under great stress. B.Students spend too much money on smartphones. C.Overusing phones causes drops in students grades. D.Overusing phones may harm students body and mi
10、nd. ()4.What might be talked about if the passage is continued? A.How other schools deal with students phones. B.Whether the ways to handle phones are effective. C.How some parents deal with their childrens phones. D.Whether students are willing to give up using phones. B Teenagers who talk on the c
11、ellphone a lot, and hold their phones up to their right ears, score worse on one type of memory test. Thats the finding of a new study. That memory impairment might be one side effect of the radiation(放射线) that phones use to keep us connected while were on the go. Nearly 700 Swiss teens took part in
12、 a test of figural memory. This type helps us remember abstract symbols and shapes, explains Milena Foerster. The teens took memory tests twice, one year apart. Each time, they had one minute to remember 13 pairs of abstract shapes. Then they were shown one item from each pair and asked to match it
13、with one of the five choices. The study volunteers also took a test of verbal memory. Thats the ability to remember words. The two memory tests are part of an intelligence test. The researchers also surveyed the teens on how they use cellphones. And they got call records from phone companies. The re
14、searchers used those records to figure out how long the teens were using their phones. This allowed the researchers to work out how big radiation exposure(接触) each person could have got while talking. A phone users exposure to the radiation can differ widely. Some teens talk on their phones more tha
15、n others. People also hold their phones differently. If the phone is close to the ear, more radiation may enter the body, Foerster notes. Even the type of network signal that a phone uses can matter. Much of Switzerland was using an older “second-generation” type of cellphone networks, the study rep
16、orts. Many phone carriers(通信公司) have moved away from such networks. And more companies plan to update their networks within the next few years. The teens scores in the figural memory tests were roughly the same from one year to the next. But those who normally held their phones near the right ears,
17、and who were also exposed to higher levels of radiation, scored a little bit worse after a year. No group of teens showed big changes on the verbal memory test. Why might one type of memory be linked to cellphone use, but not another? Foerster thinks it could have to do with where different memory c
18、entres sit in the brain. The site that deals with the ability to remember shapes is near the right ear. ()5.The underlined word “impairment” in Paragraph 1 most probably mean “”. A.applicationB.satisfaction C.damageD.improvement ()6.What do we learn from Paragraph 2? A.Researchers paid little attent
19、ion to the teens habits of using phones. B.The teens needed to report the average time spent on their phones. C.The teens took two types of memory tests four times in total. D.The teens ability of remembering words is shown in the figural memory test. ()7.What can we infer from Paragraph 3? A.How pe
20、ople hold their phones has no effect on their bodies. B.Phone users can make more money with new networks. C.The cellphone network type has little to do with the cellphone use. D.Radiation levels are affected by the cellphone network types. ()8.What might be the best title for the text? A.Cellphone
21、use and safety warnings B.Teens cellphone use linked to memory problems C.Dangerous levels of cellphone use among teens D.Facts about cellphone use at school 参考答案 .1. addict2. mobile3. battery4. professional5. revealed6. section 7. bend8. wide-ranging .1. appreciation2. addiction3. playing4. bent5.
22、stepped6. scary 7. doing8. Surfing9. to10. it .1. was lost in2. was glued to3. cut back on4.are addicted to5. take up .1. couldnt have gone2. appreciated having a chance3. when they made their final decision4. shouldnt have told5. to quit his job .A 【文章大意】 本文是一篇议论文。作者通过 Kelly Chavis 的课堂实验说明了智 能手机对学生
23、的影响,并引入了一些专业人士的观点来支持个人的论证,继而讨论了 学校就学生使用手机问题采取的措施。 1.C细节理解题。根据第一段中的“But not even the students realized how much of a problem the devices were until Chavis did an in-class experiment.”和下文可知,直到查维 斯在课堂上做了一个实验,学生们才意识到这些设备会造成多大的问题:焦虑、睡眠 不足等问题。故查维斯的实验目的是证明手机对青少年的影响很大,故选 C项。 2.A推理判断题。根据第二段中的“Chavis is among
24、 a growing number of teachersare now partly to blame for increasing the levels ofOne girl, just during the one hour, got close to 150 Snapchat notifications. 150! she said.”可知,越来越多的老师、 家长和健康专家认为,学生的焦虑程度越来越高,其中一部分是智能手机造成的。查 维斯说“一个女孩在一个小时内收到了近 150条 Snapchat的通知。150条!”。由此可 知,Chavis对实验结果感到非常震惊,故选 A 项。 3.
25、D推理判断题。根据第三段中的“it is not a coincidence that youth mental health issues have risen with the number of phones.”可知 Jean Twenge 认为过度使用手机可能 会伤害学生的身心。故选 D 项。 4.C推理判断题。根据最后一段的第一句“Both schools and parents are starting to take steps to deal with the problem.”以及最后一段讨论的是学校采取的措施可知,接下 来的段落可能会讨论的是一些父母如何处理他们孩子的手机,
26、故选 C项。 B 【文章大意】 本文是一篇说明文。一项新的研究结果表明,用手机打电话的次 数多,并在打电话时把手机举到右耳的青少年在记忆测试中得分更差。这种记忆障碍 可能是手机辐射的副作用之一。 5.C词义猜测题。根据第一段中的“Teenagers who talk on the cellphone a lot, and hold their phones up to their right ears, score worse on one type of memory test.”可知,经 常打电话,并且打电话时把手机举到右耳的青少年,在一项记忆测试中得分更差。由 此可知,经常打电话会有损青
27、少年的记忆力。画线词 impairment和 damage是近义词, 故选 C项。 6.C细节理解题。根据第二段中的“Nearly 700 Swiss teens took part in a test of figural memoryThe teens took memory tests twice, one year apart.(近 700 名瑞士青少年参加 了一项图形记忆测试他们参加了两次测试,间隔一年。)”及“The study volunteers also took a test of verbal memory.(志愿者还接受了语言记忆测试。)”,还有“The two mem
28、ory tests are part of an intelligence test.(这两种记忆测试是智力测试的一部分。)” 可知,青少年们共参加了两种测试,每种测试做两次,共 4 次。由此可知,青少年参加了 两种共 4 次测试,故选 C项。 7.D细节理解题。根据第三段中的“A phone users exposure to the radiation can differ widely. Some teens talk on their phones more than others. People also hold their phones differently. If the p
29、hone is close to the ear, more radiation may enter the body, Foerster notes. Even the type of network signal that a phone uses can matter.”可知,手机用户接触 到的辐射可能会差异很大,打电话多的受辐射大;手机的网络信号类型也至关重要。 由此可知,辐射水平受手机网络类型的影响。故选 D 项。 8.B主旨大意题。根据第一段“Teenagers who talk on the cellphone a lot, and hold their phones up to
30、 their right ears, score worse on one type of memory test. Thats the finding of a new study. That memory impairment might be one side effect of the radiation (放射线) that phones use to keep us connected while were on the go.”可知,一项新研究的 结果表明,经常打电话,并在打电话时把手机举到右耳的青少年在一种记忆测试中得 分更差。这种记忆障碍可能是手机辐射的副作用之一。下文用两种测试数据证明了 这一事实,并对产生这一结果的原因进行了解释。故本文说明了记忆问题与青少年手 机的使用有关。由此可知,B项“Teens cellphone use linked to memory problems(青少 年的记忆问题与手机的使用有关)”为本文最佳标题。
